Geometry as Objective Science in Elementary School Classrooms: Mathematics in the Flesh. Routledge International Studies in the Philosophy of Education

Autor/in	Roth, Wolff-Michael
Titel	Geometry as Objective Science in Elementary School Classrooms: Mathematics in the Flesh. Routledge International Studies in the Philosophy of Education
Quelle	(2011), (294 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4158-9157-8
Schlagwörter	Constructivism (Learning); Geometric Concepts; Geometry; Phenomenology; Mathematics Instruction; Piagetian Theory; Elementary School Mathematics; History; Grade 2; Mathematical Concepts; Case Studies; Teaching Methods + Suchen Sie Ihr Suchwort? Elementare Geometrie; Geometrie; Phenomenological psychology; Phänomenologie; Psychologie; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Geschichte; Geschichtsdarstellung; School year 02; 2. Schuljahr; Schuljahr 02; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examines the origins of geometry in and out of the intuitively given everyday lifeworlds of children in a second-grade mathematics class. These lifeworlds, though pre-geometric, are not without model objects that denote and come to anchor geometric idealities that they will understand at later points in their lives. Roth's analyses explain how geometry, an objective science, arises anew from the pre-scientific but nevertheless methodic actions of children in a structured world always already shot through with significations. He presents a way of understanding knowing and learning in mathematics that differs from other current approaches, using case studies to demonstrate contradictions and incongruences of other theories--Immanuel Kant, Jean Piaget, and more recent forms of (radical, social) constructivism, embodiment theories, and enactivism--and to show how material phenomenology fused with phenomenological sociology provides answers to the problems that these other paradigms do not answer. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10